Overview of institution

This, and the rest of the page, use info from the most recent year available, generally 2024.

• Institution kind: Doctoral/Professional Universities

• Undergrad program: Professions plus arts & sciences, some graduate coexistence

• Graduate program: Postbaccalaureate: Other-dominant, with Arts & Sciences

• Enrollment profile: High undergraduate (see more details below)

• Average net price for undergrads on financial aid: $22,357 (1.2 times the equivalent cost of Harvard).

• Actual price for your family: Go here to see what your family may be asked to pay. It can be MUCH lower than the average price but also higher for some.

• Size and setting: Four-year, small, primarily residential

• In state percentage: 83% of first year students come from Minnesota

• In US percentage: 100% of first year students come from the US

• This institution has a religious affiliation of Roman Catholic

• Graduation rate (within 6 years) for students seeking a Bachelors: 64.9% (this is what is usually reported as “graduation rate”)

• Graduation rate (within 4 years) for students seeking a Bachelors: 51.2%

• Percent of students seeking a Bachelors who transfer out of this institution: 29.7%

• Student to tenure-stream faculty ratio: 15.4 (undergrads to tenure-stream faculty) [Tenure explained]

• Student to faculty ratio: 8.1 (undergrads to all faculty)

• Degrees offered: Certificate of less than 1 year, Certificate of at least 12 weeks but less than 1 year, Associate’s degree, Bachelor’s degree, Postbaccalaureate certificate, Master’s degree, Post master’s certificate, Doctor’s degree: professional practice

• Schedule: Four-one-four plan

• Institution provides on campus housing: Yes

• Dorm capacity: There are enough dorm beds for 800 students

• Freshmen required to live on campus: No

• Advanced placement (AP) credits used: Yes

• Disabilities: 16.00 percent of undergrads are registered as having disabilities.

Undergrad outcomes

This plot shows the outcomes for first time, full time undergraduates seeking Bachelor’s degrees (if the data are available).

Map

Comparisons

The sections below show this institution compared with others. The ones listed are ones it has identified as peers, who consider themselves peers, and/or who the federal government considers peers. If a comparison school has the same value as the focal school, its cell is grayed out. In fields where there is a common view that higher (or lower) values are better, the best values are in blue, the worst values are in red. If there isn’t a sense of a particular value being better, values are shown in varying shades of green. Arrows show where there is a signficant trend over time for a school. You can swipe across the table to see more of it; the focal school column is always visible.

• St Catherine University lists these schools as ones to compare itself within federal IPEDS data, and they do the same back: Bethel University, Augsburg University, Dominican University, The College of Saint Scholastica, Saint Mary’s University of Minnesota, Our Lady of the Lake University
• St Catherine University compares itself to these institutions, but not vice versa: Pepperdine University, Elon University, Biola University, Creighton University, Gonzaga University, Sacred Heart University, Drake University, University of St Thomas, Seattle University, Butler University, Bradley University, Belmont University, Webster University, Adelphi University, Simmons University, College of Saint Benedict, University of Detroit Mercy, Xavier University, Marywood University, Saint Edward’s University, Bellarmine University, George Fox University, Valparaiso University, University of Saint Joseph, University of New England, The College of Saint Rose, Benedictine University, Saint Peter’s University, Hamline University, Edgewood College, Barry University, Notre Dame of Maryland University, Bloomfield College of Montclair State University, Lesley University
• These institutions compare themselves to St Catherine University, but not vice versa: The University of Tampa, North Central College, Peirce College, Pacific College of Health and Science, University of St Francis, Saint Ambrose University, Otterbein University, Norwich University, The University of Findlay, Pacific College of Health and Science, Concordia University-Saint Paul, Lawrence Technological University, Whitworth University, University of Mary, Loras College, Lindenwood University, Chestnut Hill College, North Central University, Pacific College of Health and Science, Whitworth University-Adult Degree Programs

Enrollment

General

Teaching

Tenure track faculty are those who are eligible for tenure. This includes both pre-tenure and tenured faculty. Once faculty get tenure, they are (generally) protected from being fired for intellectual reasons, helping to ensure their freedom in teaching and research. They can still lose their positions for misconduct, financial problems, not fulfilling their duties, or other reasons.

Non-tenure track faculty are not eligible for tenure. Some are hired one semester at a time, some have multi-year contracts. They typically have a higher teaching load than tenure track faculty, leaving less time for research or other creative endeavors. They are also easier to fire than tenured faculty. Sometimes they are external experts (a noted musician, a former senator) who are hired to teach some classes without the expected permanence of a tenure-track position.

Note that this chart uses US federal demographic data: it only has two genders and a specified set of ethnicities and races.

Having a low student to faculty ratio is considered a good thing by many, as it can mean more individual attention.

Geography

This has information on the location of the institution. See the about page for more information on what the metrics are and how they are calculated.

Financial Aid

Graduation

Note these are bachelors graduation rates in six years, not four (this is standard). Sample sizes can be small for some demographic groups with few individuals in a school, leading to large year-to-year fluctuations and often extreme values for those groups (if there are two individuals in the class with a given identity, the possible graduation rates are 0%, 50%, or 100% depending on whether zero, one, or both students graduate within six years).

Library

Libraries are changing rapidly. Note that how institutions count digital collections may vary.

Diversity

The US Census Bureau has a diversity index that goes from 0 to 1. In their words, “A 0-value indicates that everyone in the population has the same racial and ethnic characteristics. A value close to 1 indicates that everyone in the population has different racial and ethnic characteristics.” This uses their formula, but with the resolution available for the federal IPEDS data (which does not separate for a given demographic group whether members identify as Hispanic or not). This metric is about heterogeneity within the population, not the proportion of the population that comes from historically excluded groups.

Following the practice of the census, the index is multiplied by 100 to give the percentage probability a random pair of individuals will have a different background. Most institutions argue that diversity is a benefit, so by default a higher number is listed as better, but there may be cases where this measure does not reflect the mission of a college (for example, 70% of the students at a tribal college or university may be American Indian: that could be low-scoring by this metric but should not be read as “bad” given the institution’s mission).

These numbers are based on the most recent year available, generally 2024, which predates effects of the US Supreme Court’s striking down of affirmative action. This has often changed, sometimes dramatically, the incoming student demographics at some institutions.

Overall diversity

Freshman profile

Demographic data for first time degree-seeking students. Note that this uses US federal demographic data: it only has two genders and a specified set of ethnicities and races.

Freshman geography

Test scores

SAT scores

ACT scores

Majors

This presents information on the number of majors and the median earnings one and five years after graduation for people who got a degree from this institution in that field. The earnings are for those who are working and not enrolled in further education. The earnings data (from the federal college scorecard) also has information on earnings for those categorized as ‘MALE’ and ‘NOMALE’ – for readability, these are recategorized here as “Men” and “Women”, respectively, which adopts the gender binary used in other federal data. “W/M earnings ratio” is the median earnings of women divided by men, as a percentage.

Bachelors

Masters

Doctorate

Certificate

Associates

Demographic cliff

There is a concern that giving changing US demographics, the number of students in the age groups who most commonly attend four year colleges will drop off, decreasing overall enrollment. This is often referred to as the “demographic cliff”, and it can be a concern for colleges concerned about the risk of falling enrollment. For this section, the analysis uses US census data on the number of people in each state by age, and the proportion of students that come from each state for this particular college, to crudely model what will happen if everything remains constant except the demographic change in the population of 18 year olds in each year – it does not account for things like the college increasing its admission rate, attracting more students from states without the same demographic changes or from other countries, or changes in the proportion of students who go to college.